lb im 



vSevtng and P>nisf) Wor^ 

in tl)e 

kindergarten 



ANNA W. DEV^REAUX 

>3tate Normal 5 cf )ool, 
Iyouell, Aass. 



J. L. MAAA^TT COAPAN^I 

Publishers. 

NEW yORFj. RONTON, ?VA53. 



34518 

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/ r y^GfpoPl£S RECElV 

L Ifrfary of Congress 
Office of tkt 

AUG 1 4 1900 

Register of Copy rtgktik 



COPYRIGHTED, I9OO 

BY J- L - HAM.METT COMPANY 
BOSTON, MASS. 



SEWING AND BRUSH WORK 

IN THE 

KINDERGARTEN 

DEDICATED TO THE 

KINDERGARTNERS OF LOWELL 

BY 

Anna W. Devereaux 

SUPERVISOR OF KINDERGARTENS 

LOWELL, MASS. 

1900 



Preface. 



IT has been said " Every end is prospective of some other, which is 
also temporary ; a round and final success nowhere." Believing 
this to be true the following suggestions in reference to sewing and 
brush work in the Kindergarten are offered. 

I trust each step will be considered from the standpoint of its 
relation to the whole ; important as a means, not as an end ; valuable 
not for what it is, but for what it leads toward. 

May the kindergartner find this simple scheme to embody true 
kindergarten principles which will be valuable as a preparation for the 
child's later work. May the primary-grade teacher find that it contains 
true primary-grade principles which she may enlarge upon. 

"God neither ingrafts nor inoculates. He develops the most trivial 
and imperfect things in continuously ascending series." 

Anna W. Devereal x. 

Lowell, Mass. 



IN the following scheme Sequences i, 2 and 3 are for first year's 
children. The cards measure \\ x 5^ inches. A punch is advised 

for perforating to insure a clean-cut hole without roughness on 
the back of the card. The needle chosen should be sufficiently large 
to be handled with ease. 

As pictured, the cards are white ; the mounts gray. 

Before sewing is introduced the children should be encouraged to 
use their arms freely in making motions in the air, on the blackboard 
and on paper. If this has been done they will be quite ready to use 
the circular motion to advantage in covering the surface inclosed by 
the circles in Sequence 1 of the sewing cards. This having been ac- 
complished they will be well prepared to begin some simple arrange- 
ment of unites based upon this movement, as suggested in the Lowell 
System of Kindergarten Designing — Sequence i(a). 

When the pencil is used for designing it seems wise to introduce 
brush work alternating weeks for experience in applying flat-washes.* 
Definite directions, however, should be avoided at first. I should ad- 

* Miss Lane's liquid color has been found to be very practical for this work. 



vise for the first day's experience simply that each child be given a 
good-sized piece of paper and allowed to cover it with the wash. For 
the second lesson I would suggest that the children first watch the 
teacher cover a sheet and see that a more pleasing result is obtained 
if the strokes are long and each placed beside the other instead of 
over it. 

From this on it is well to have some outline to limit the surface 
to be colored ; sometimes a large circle, at other times a square ; 
later two circles, etc. For variety, simple outlines of fruits or vegeta- 
bles, provided they are well proportioned. 

The friendly criticisms and helpful suggestions of Mr. Henry T. 
Bailey have led to careful consideration in selecting and arranging 
the outlines and designs here presented. 



Sequence i is arranged for six cards to be worked in standard 
colors, prismatic order. The surface inclosed by the circles should be 
colored a corresponding color. The Eagle pencils bearing the follow- 
ing numbers have been found to match the standard colors : Red 712, 
Orange 704, Yellow 702, Green 706, Blue 718, Violet 716. 



SEQUENCE 1. 






ii. 



in. 



SEQUENCE 1. 





IV. 




VI. 



In Sequence 2 each stitch from different points in the circumfer- 
ence of the circle is carried to the center. We have found this se- 
quence very valuable as an intermediate step between the circle and the 
line. Here an opportunity is offered for presenting - the shades and 
tints of the standard colors. It affords a pleasing variety in the use of 
colors since the arrangement of the unit lends to most effective results 
in the combination of the different tones in the scale. It seems wise to 
suggest that great care should be taken in selecting the tones, lest it 
happen that the colors chosen are derived from different key-tones. 



SEQUENCE 2. 






in. 



SEQUENCE 2. 





IV. 




VI. 



Sequence 3 is planned to present to the child in the simplest and 
most direct way the fundamental principles of synthesis and analysis. 
We have first the vertical line ; second the horizontal ; third a combina- 
tion of the two into the right angle ; fourth a combination which in- 
volves two of each and produces a square ; fifth diagonal lines, and 
sixth a unite obtained by combining the diagonals and diameters of 
the square. 



SEQUENCE 3. 






in. 



SEQUENCE 3. 





IV. 




Yi, 



Sequences 4, 5 and 6 are arranged for older children. The cards 
in Sequences 4 and 5 are the size of those used in the preceding se- 
quences. Those in Sequence 6 measure 4x9^ inches. 

In Sequence 4 the surface inclosed by the circles should be colored 
— using brush and liquid color rather than the colored pencils, as in 
Sequence 1. 

This sequence is planned to present variety in tones, as follows : — 
No. I. The circle to be worked with standard red, inclosed surface 
colored to match — border worked with shade of red. No. II. Arranged 
for shade and tint of orange. No. III. Three tones of yellow — standard 
shade and tint. No. IV. Concentrate circles for two tones of green — 
border in third tone. V. Arranged for three tones of blue. VI. 
Spiral to be worked with standard violet — colored a gradation of 
tones, from shade in the center to tint at the outside. 



SEQUENCE 4. 






ii. 



in. 



SEQUENCE 4. 






VI. 



The work hereafter with the brush should be without outline and 
with the object before the child. 

The exact designing for children in this class is based upon the 
straight line Kindergarten Designing — Sequence 2(a). The two phases 
of art work here suggested, together with the illustrative sketching, for 
which time should be allowed each week during the two years, ought to 
lay a good foundation for the work which will follow in the primary 
grade. 

An attempt has been made in Sequence 5 to present a more ad- 
vanced idea of the principles of synthesis and analysis than was done 
the first year with Sequence 3. 

On Cards I. and II. the lines are arranged in groups of three. 
On Cards III. and IV. the lines are combined into angles in differ- 
ent positions and arranged in groups of four. On Card V. the angles 
are so joined as to form concentrate squares. Cards VI., VII. and VIII. 
give the analysis of the square into angles in various positions. Card 
IX. so combines the angles as to form a unit of design. 



SEQUENCE 5. 






hi. 



SEQUENCE 5. 





IV. 




VI. 



SEQUENCE 5. 




VII. 





VIII. 



TX. 



When this had been accomplished the children were given per- 
forated cards and allowed to invent. 

The object of all the occupations used in the Kindergarten is to 
lead the child to be creative. Any system of presentation is valuable 
which embodies fundamental principles of development. By working 
in a progressive, orderly way the child grasps these principles, and 
gains power which aids him to unconsciously apply them when he is 
allowed freedom of expression. I sometimes feel that we err in allow- 
ing too much freedom of expression with material before opportunity 
has been given for accumulating ideas. 



Some children's inventions in sewing- : — 






Sequence 6. Suggestions for border-patterns based upon straight 
lines and offered to aid the child in bilateral arrangement. 



SEQUENCE 6. 




SEQUENCE 6. 




IV. 





SEQUENCE 6. 




VII. 




VIII. 




The following are photographs of color work done by the children 
the last half of the second year. No outlines were used. 




AUG 14 1900 



U \J\V OLL 030 



Hollinger Corp. 
pH8.5 



